Effective And Cognitive Strategies In The Classroom
Most educators agree that effective learning involves a variety of cognitive and metacognitive strategies (Meece, 1994) as well as good discipline and classroom management. Whilst not ignoring the value of cognitive and metacognitive strategies for effective learning, recent research has stated that discipline and classroom management is probably the most taxing aspect of a teacher 's role (Carey, 2003; B. Rogers, 1997). For some teachers the most difficult task may not be the mastery of the content matter but learning how to deal effectively with children. Osborn and Osborn (1989) reported that there were situations when their best lesson plans were lost due to poor classroom management and discipline techniques. Misbehaviour can be hurtful;
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The rules and consequences were less important to the students rather it was the teachers ' ability to communicate these rules and consequences with the students and enforcing them consistently (Brophy & Good, 1986; Cothran & Garrahy, 2003; Fink & Siedentop, 1989). Caffyn (1989) found that the teachers as well as the students regarded this strategy as the most effective reponse to classroom behaviour …show more content…
J., & Gullone, E. (1989). Acceptability of behavioural interventions: Child and caregiver perceptions. In R. Eisler & P. M. Miller (Eds.), Progress in behaviour modification (Vol. 24). Newbury Park, CA: Sage.
King, N. J., Gullone, E., & Dadds, M. R. (1990). Student perceptions of permissiveness and teacher-instigated disciplinary strategies. British Journal of Educational Psychology, 60, 322-329.
Lewis, R. (1997). The Discipline Dilemma: Control, management, influence (2nd ed.). Melbourne: The Australian Council for Educational Research Ltd.
Lewis, R. (2001). Classroom discipline and student responsibility: The students ' view. Teaching and Teacher Education, 17(3), 307-319.
Meece, J. L. (1994). The role of motivation in self-regulated learning. Hillsdale, NJ: Lawrence Erlbaum.
Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., & Lena, D. (1993). The application of family systems approaches to school behaviour problems on a school-level discipline board: an outcome study. Elementary School Guidance and Counseling, 27, 258-272.
Neville, B. (1991). The person-centered approach to classroom management. In M. N. Lovegrave & R. Lewis (Eds.), Classroom Discipline (pp. 3-22). Melbourne: Longman
The rules and consequences were less important to the students rather it was the teachers ' ability to communicate these rules and consequences with the students and enforcing them consistently (Brophy & Good, 1986; Cothran & Garrahy, 2003; Fink & Siedentop, 1989). Caffyn (1989) found that the teachers as well as the students regarded this strategy as the most effective reponse to classroom behaviour …show more content…
J., & Gullone, E. (1989). Acceptability of behavioural interventions: Child and caregiver perceptions. In R. Eisler & P. M. Miller (Eds.), Progress in behaviour modification (Vol. 24). Newbury Park, CA: Sage.
King, N. J., Gullone, E., & Dadds, M. R. (1990). Student perceptions of permissiveness and teacher-instigated disciplinary strategies. British Journal of Educational Psychology, 60, 322-329.
Lewis, R. (1997). The Discipline Dilemma: Control, management, influence (2nd ed.). Melbourne: The Australian Council for Educational Research Ltd.
Lewis, R. (2001). Classroom discipline and student responsibility: The students ' view. Teaching and Teacher Education, 17(3), 307-319.
Meece, J. L. (1994). The role of motivation in self-regulated learning. Hillsdale, NJ: Lawrence Erlbaum.
Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., & Lena, D. (1993). The application of family systems approaches to school behaviour problems on a school-level discipline board: an outcome study. Elementary School Guidance and Counseling, 27, 258-272.
Neville, B. (1991). The person-centered approach to classroom management. In M. N. Lovegrave & R. Lewis (Eds.), Classroom Discipline (pp. 3-22). Melbourne: Longman